This text contains an essay and the schedule for an English lesson (seventh/eighth grade Gymnasium). The author shows how to introduce the graphic novel "The Arrival" by Shaun Tan. This book starts with an essay discussing and interpreting the novel. After this, the author describes how the novel could be dealt with by teachers.
This work focuses on one specific graphic novel of Tan. Hence, the term "graphic novel" will be used frequently, thus a definition needs to be given. Until the 1970s, comics were seen as books for young children and youths without any cognitive or literary demands. In 1978, Eisner and Steranko published comic books and called them graphic novel in order to prove that comics too are demanding. In the 1980s, Art Spiegelmann published his controversial graphic novel "Maus I", which deals with his families experience in the Holocaust. Spiegelmanns graphic novel not only supported Eisner and Steranko's efforts, it even managed to enter classrooms as an example of serious literature.
According to Monnin, graphic novels are the perfect mix of print-text and image literacy, which makes it easy to have literature suitable for a larger group of students. Since some students are rather verbal-linguistic and others rather visual learners, a graphic novel seems to be a nice arrangement which fits both. This option makes it possible to get more students interested in literature and motivates them to read and to participate in the course. Furthermore, Monnin highlights the importance of this change for teachers. Teachers have the opportunity to change the conservative print-text literature school courses into innovative and more creative courses, therewith showing a different feature of literature to the wider society.
Table of Contents
1. Argumentative Essay
2. Lesson Sequence
3. First Lesson
4. Reflection
Objectives & Topics
This work explores the pedagogical integration of graphic novels in English language classrooms, focusing specifically on Shaun Tan's "The Arrival". It aims to demonstrate how visual literature can enhance student engagement, improve descriptive writing skills, and serve as a medium to discuss complex topics like migration and multicultural coexistence.
- Theoretical benefits of using graphic novels in education
- Development of a student-centered lesson sequence
- Practical application of descriptive and narrative writing techniques
- Fostering empathy and critical thinking regarding the refugee experience
- Multimodal literacy and the interaction between text and image
Excerpt from the Book
1) Argumentative Essay
In 1974 Shaun Tan, famous writer, film maker and artist, was born in Western Australia. His Malaysian father emigrated to Australia in 1960 for his studies. There he met Tan's mother. They got married in 1967 and Tan's elder brother was born in 1972 (SMH, 2013). Already as a child Tan was sure about his talents and interests. He loved to read novels and soon discovered his interest for the science fiction genre, which up until today is a very important influence for his work (ALMA, 2012). In 1995, he graduated from the University of Western Australia with a Bachelor's degree in Fine Arts and English Literature (Anonymous).
Tan wants to present in his picture books everyday situations differently – more fictional (AE, 2007) (HK, 2001). That could be a reason for why his graphic novels appeal to children but also to adults since a larger group should be spoken to. Moreover, Tan is aware of the importance of the readers since each reader makes up his own story and has his own way of thinking which is an important aspect for graphic novels in general (ALMA, 2012).
Summary of Chapters
1. Argumentative Essay: This chapter provides a theoretical foundation by reviewing literature on the use of graphic novels in schools and introducing Shaun Tan's work.
2. Lesson Sequence: This section outlines a five-lesson teaching plan designed for 7th/8th-grade students, focusing on descriptive language and migration.
3. First Lesson: This chapter details a specific classroom session where students analyze cover images from "The Arrival" to practice descriptive writing and storytelling.
4. Reflection: This final section reflects on the author's personal development, teaching challenges, and the effectiveness of the chosen pedagogical methods.
Keywords
Graphic Novels, The Arrival, Shaun Tan, Language Teaching, Migration, Multimodal Literacy, Descriptive Writing, Pedagogical Methods, Student-Centered Learning, Classroom Integration, Transactional Theory, Reader Response, Visual Literacy, Multiculturalism, Secondary Education.
Frequently Asked Questions
What is the core focus of this academic paper?
The paper examines the pedagogical value of integrating graphic novels, specifically "The Arrival" by Shaun Tan, into secondary school English classrooms.
What are the central themes discussed in the work?
The central themes include the use of visual literature for language acquisition, the topic of migration, multiculturalism, and the development of students' descriptive and critical thinking skills.
What is the primary educational goal of this project?
The primary goal is to provide a structured lesson sequence that encourages students to move beyond traditional text-only reading and engage with multimodal narratives to improve their writing and empathy.
Which scientific methods are utilized?
The author utilizes a literature review of pedagogical theories (such as transactional theory and reader response) combined with a practical lesson design approach.
What content is covered in the main body of the work?
The main body covers the history and relevance of graphic novels in education, the planning of a five-lesson teaching sequence, a detailed breakdown of a specific lesson, and a final personal reflection.
Which keywords best describe this study?
Key terms include graphic novels, multimodal literacy, migration, descriptive writing, and student-centered learning.
How does the author specifically approach the topic of migration?
The author uses Shaun Tan's wordless graphic novel to help students connect with the immigrant experience through visual interpretation, allowing them to create their own dialogues and stories without language barriers.
Why was "The Arrival" chosen for this lesson sequence?
It was chosen for its universal appeal, its wordless format which allows for creative linguistic expression, and its relevance to current societal discussions regarding refugees and migration in Europe.
What is the role of the "Worksheet for a Description" provided in the paper?
It acts as a scaffold for students, providing vocabulary and sentence structures necessary to describe characters and scenes effectively in the English language.
- Quote paper
- Dilan Erdogan (Author), 2018, Shaun Tan's "The Arrival". Interpretation and Lesson Schedule (7th/8th grade, Gymnasium), Munich, GRIN Verlag, https://www.grin.com/document/514938
